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1 | DEPARTMENT OF EDUCATION | |||||||||||||||||||||||||
2 | Division of City Schools of Muntinlupa | |||||||||||||||||||||||||
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4 | K to 12 BASIC EDUCATION CURRICULUM SCIENCE VI | |||||||||||||||||||||||||
5 | SECOND GRADING | |||||||||||||||||||||||||
6 | ||||||||||||||||||||||||||
7 | CONTENT STANDARDS | PERFORMANCE STANDARDS | LEARNING COMPETENCIES | DAY | SKILL OF THE DAY | REMARKS | ||||||||||||||||||||
8 | I. 1. The learners demonstrate understanding of how the major organs of the human body work together to form organ systems | The learners should be able to make a chart showing healthful habits that promote proper functioning of the musculo-skeletal, integumentary, digestive, circulatory, excretory, respiratory, and nervous systems. | S6LT-IIa-b-1 The learners should be able to explain the organs of each organ system work together | WEEK 1 | 1 | Identify and describe the functions of the organs of Musculo-skeletal system | ||||||||||||||||||||
9 | 2 | Describe how the organs of Musculo-skeletal system work together | ||||||||||||||||||||||||
10 | 3 | *Identify and describe the functions of the organs of Integumentary system *Describe how the organs of Integumentary system work together | ||||||||||||||||||||||||
11 | 4 | *Identify and describe the functions of the organs of Digestive system *Describe how the organs of Digestive system work together | ||||||||||||||||||||||||
12 | 5 | The learner will be able to answer the questions correctly and honestly with 75% and above mastery level | ||||||||||||||||||||||||
13 | WEEK 2 | 1 | *Identify and describe the functions of the organs of Respiratory system *Describe how the organs of Respiratory system work together | |||||||||||||||||||||||
14 | 2 | *Identify and describe the functions of the organs of Circulatory system *Describe how the organs of Circulatory system work together | ||||||||||||||||||||||||
15 | 3 | Identify and describe the functions of the organs of Nervous system | ||||||||||||||||||||||||
16 | 4 | Describe how the organs of Nervous System work together | ||||||||||||||||||||||||
17 | 5 | The learner will be able to answer the questions correctly and honestly with 75% and above mastery level | ||||||||||||||||||||||||
18 | I. 1. The learners demonstrate understanding of how the major organs of the human body work together to form organ systems | The learners should be able to make a chart showing healthful habits that promote proper functioning of the musculo-skeletal, integumentary, digestive, circulatory, excretory, respiratory, and nervous systems. | S6LT-IIc-d-2 The learners should be able to explain how the different organ systems work together | WEEK3 | 1-2 | Describe how Musculo-Skeletal System and Integumentary System work together | ||||||||||||||||||||
19 | 3-4 | Describe how Digestive, Respiratory and Circulatory System work together | ||||||||||||||||||||||||
20 | 5 | The learner will be able to answer the questions correctly and honestly with 75% and above mastery level | ||||||||||||||||||||||||
21 | WEEK 4 | 1 | Describe how Nervous and Integumentary System work together | |||||||||||||||||||||||
22 | 2 | Describe how the nervous system controls all organ systems of the body | ||||||||||||||||||||||||
23 | 3 | Discuss healthful habits that promote proper functioning of all the organ systems of the body | ||||||||||||||||||||||||
24 | 4 | Make a chart showing healthful habits that promote proper functioning of all the organ systems of the body | ||||||||||||||||||||||||
25 | 5 | The learner will be able to answer the questions correctly and honestly with 75% and above mastery level | ||||||||||||||||||||||||
26 | I. 2. The learners demonstrate understanding of the different characteristics of vertebrates and invertebrates | The learners should be able to make inventory of vertebrates and invertebrates that are commonly seen in the community | S6LT-IIe-f-3 The learners should be able to determine the distinguishing characteristics of vertebrates and invertebrates | WEEK 5 | 1 | Describe the characteristics of vertebrates and invertebrates | ||||||||||||||||||||
27 | 2 | Describe the characteristics of mammals and birds | ||||||||||||||||||||||||
28 | 3 | Describe the characteristics of reptiles, amphibians and fishes | ||||||||||||||||||||||||
29 | 4-5 | Classify vertebrates into mammals, birds, reptiles, amphibians and fishes | ||||||||||||||||||||||||
30 | WEEK 6 | 1 | Describe the characteristics of the ff. groups of invertebrates: spiders and insects *Localize the terms depending on the available resources | |||||||||||||||||||||||
31 | 2 | Describe the characteristics of the ff. groups of invertebrates: worms, shellfish and snails | ||||||||||||||||||||||||
32 | 3-4 | Classify invertebrates into insects, spiders, worms, shellfish and snail | ||||||||||||||||||||||||
33 | 5 | Make an inventory of vertebrates and invertebrates that are commonly seen in the community Practice ways of protecting and caring these animals | ||||||||||||||||||||||||
34 | I. 3. The learners demonstrate understanding of how non--flowering plants reproduce | The learners should be able to 1. make a multimedia presentation on how parts of the reproductive system of spore-bearing and cone-bearing plants ensure their survival 2. make a flyer on how plants can be propagated vegetatively | S6LT-IIg-h-4 The learners should be able to distinguish how spore-bearing and cone-bearing plants reproduce | WEEK 7 | 1 | Identify and describe common examples of spore-bearing plants | ||||||||||||||||||||
35 | 2-3 | Discuss how spore-bearing plants reproduce. | ||||||||||||||||||||||||
36 | 4-5 | Make a multimedia presentation on how spore-bearing plants ensure their survival | ||||||||||||||||||||||||
37 | WEEK 8 | 1 | Identify and describe common examples of Cone-bearing plants | |||||||||||||||||||||||
38 | 2 | Discuss how spore-bearing plants reproduce. | ||||||||||||||||||||||||
39 | 3 | Differentiate how spore-bearing and cone-bearing plants reproduce | ||||||||||||||||||||||||
40 | 4 | Make a flyer on how spore-bearing and cone-bearing plants can be propagated vegetatively | ||||||||||||||||||||||||
41 | 5 | The learner will be able to answer the questions correctly and honestly with 75% and above mastery level | ||||||||||||||||||||||||
42 | II. The learners demonstrate understanding of the interactions for survival among living and non-living that take place in tropical rainforests, coral reefs, and mangrove swamps. | The learners should be able to form discussion groups to tackle issues involving protection and conservation of ecosystems that serve as nurseries, breeding places, and habitats for economically important plants and animals. | S6LT-IIi-j-5 The learners should be able to discuss the interactions among living and non-living things in tropical rainforests, coral reefs and mangrove swamps. | WEEK 9 | 1 | Identify the living and non-living things in tropical rainforests Describe the appearance of tropical rainforests | ||||||||||||||||||||
43 | 2 | Explain the interactions among living and non living things in tropical rainforests in terms of: 1. harmful and beneficial interactions 2. Effects of interaction | ||||||||||||||||||||||||
44 | 3 | Identify the living and non living things in coral reef Describe how tropical coral reefs appear. Explain the interactions among living and non living things in coral reefs in terms of: 1. harmful and beneficial interactions 2. Effects of interaction | ||||||||||||||||||||||||
45 | 4 | Identify the living and non-living things in mangrove swamps Describe how tropical mangrove swamps appear. Explain the interactions among living and non living things in mangrove swamps in terms of: 1. harmful and beneficial interactions 2. Effects of interaction | ||||||||||||||||||||||||
46 | 5 | The learner will be able to answer the questions correctly and honestly with 75% and above mastery level | ||||||||||||||||||||||||
47 | S6LT-IIi-j-6 The learners should be able to explain the need to protect and conserve tropical rainforest, coral reefs and mangrove swamps. | WEEK 10 | 1 | Enumerate ways on how to protectand conserve Tropical rainforests, coral reefs and mangrove swamps | ||||||||||||||||||||||
48 | 2 | Discuss the harmful effects and implications to communities, environments and communities if tropical rainforests, coral reefs and mangrove swamps are not protected and conserved | ||||||||||||||||||||||||
49 | 3 | Performance Task (by group) The students should be able to discuss issues involving protection and conservation of ecosystems that serve as nurseries, breeding places, and habitats for economically important plants and animals. (the teacher will provide contextualized ecosystems for each group) | ||||||||||||||||||||||||
50 | 4 | The learner will be able to answer the questions correctly and honestly with 75% and above mastery level | ||||||||||||||||||||||||
51 | 5 | The learner will be able to answer the questions correctly and honestly with 75% and above mastery level | ||||||||||||||||||||||||
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